A. GENERAL
INFORMATION
and Strategies
- Compliance Plan-IDEA
- Drug Free Work Place
- Emergency Procedures
- Family Educational Rights and Privacy Act (FERPA)
- Family & Medical Leave Act
- 504 Plan
- Grade
Level Representatives
- Make-up Days
- Notice of
Nondiscrimination
- Parent/Teacher Conferences
- Parent/Teacher Organization
- Problem
Solving Teams
- Public
Notice
- Race Discrimination
- Right to
Know Letter
- Rules and Regulations
- Student Discipline
- Student Attendance
- Transportation Pricing Policy
B. PERSONNEL
INFORMATION
- Admission to School
Activities
- Care of Buildings
- Complaints against Teachers
- Complaint Resolution Procedure for Improving America’s Schools Act
Program
- Daily Schedule
- Evaluations
- Job
Description
- Jury Duty
- Lesson Plans
- Non-Discrimination and Sexual Harassment Policy
- Playground Supervision
- Prior Approval for Purchases
- Professional Development
- Professional Staff Development
Opportunities
- Referrals to Guidance Counselor
- Sick Leave Policy
- Staff Code
of Conduct
- Substitutions
- Teacher Planning Time
- Teacher’s Workday
C. CURRICULUM
AND INSTRUCTION
- ICC Plan
- Protection of Learning Time
- Use of
Videos in Classroom
D. HEALTH AND
SAFETY INFORMATION
- Accident Reports and Forms
- Asbestos
- Child Abuse
and Neglect
- Communicable Disease – Employee
- Student
Medication
- Universal
Precautions
- Weapons in
School
District
The mission of the
District Motto
“Kids Come First!”
Belief Statements
We Believe………………..
1. all students will learn regardless of
individual differences.
2. parents, district personnel, and the community will play an integral role in the
educational
development of all students.
3. student learning is best achieved in a positive,
safe, supportive, and challenging
environment at home and at school.
4. student
attendance is essential for academic achievement and future success.
5. learning through technology is a vital component for preparing our students for
future success.
6. educators will set professional goals, seek out opportunities for professional
growth
and advancement, and remain current in their areas of expertise.
7. educators will be good role models by
demonstrating responsibility, honesty, and
ethical behavior through interactions with
students, parents, and community.
8. the teaching profession is important and will be committed to attracting and
retaining highly qualified teachers who are dedicated to their profession and the
well-being of all students.
9. students will gain insights into seeking,
filtering, and utilizing large amounts of
information and data.
10. students will be encouraged to lead healthy physical, mental, and emotional
lifestyles.
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CSIP Objectives and Strategies
1.
The
a.
The District will establish what students
should learn through ongoing curriculum development.
b.
The District will determine when students
have learned through meaningful assessments.
c.
The District will develop intervention
strategies to be used when students haven’t learned.
d.
The District will enhance the ability of
students and staff to access and utilize information through appropriate
resources to include technology and library media centers.
e.
The District will use perceptual,
demographic, student process and performance data to adjust its curriculum and
instruction.
2.
The
a.
The
b.
The District will network with the
community to increase awareness, support and acceptance of the needs of all
students.
c.
d.
The
3.
The
a. The District will continue to provide clean, safe, orderly and accessible facilities.
b.
The District will communicate the need
for 21st century facilities to all staff and district patrons.
c.
The District will research and develop
plans to construct new facilities as student needs arise which promote
articulation and collaboration for multiple levels.
d.
The District will provide an adequate
facility to house technology.
e. The District will continue to electronically record and track inventory.
4.
The
a.
The District will enhance parent
awareness and involvement in student performance.
b.
The District will utilize technology and
various forms of media to keep communication lines open.
c.
The District will maintain advisory
committees with various representations of students, parents, community,
businesses, and district personnel throughout the multiple levels.
5.
The
a.
The District will attract and retain highly
qualified and experienced teaching staff equipped to implement curricular
goals.
b.
The District will employ sufficient classified
staff to meet
c.
The District will plan and implement a
comprehensive staff development plan for both certified and classified
employees that will allow them to maximize their job performance potential.
d. The District will plan and implement mentoring guidelines for certified and classified employees that will allow them to maximize their job performance.
6.
The
a.
To provide a suitable learning climate,
the District will work to maximize the safety and security of students, staff,
and visitors within and around school facilities.
b.
To provide students with a comprehensive
guidance program.
c.
To implement and practice, on a routine
basis, emergency procedures throughout the District.
d.
All
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COMPLIANCE PLAN
See Compliance Plan Guide for more information.
FILE: GBEBA
CRITICAL
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DRUG-FREE WORKPLACE
|
Student and employee
safety is of paramount concern to the Board of Education. In recognition of
the threat to safety posed by employee use or possession of drugs or alcohol,
the Board of Education commits itself to a continuing good-faith effort to
maintain a drug-free workplace. The Board of Education shall not tolerate the
manufacture, use, possession, sale, distribution or being under the influence
of controlled substances, alcoholic beverages or unauthorized prescription
medications by district employees on any district property; on any
district-approved vehicle used to transport students to and from school or
district activities; off district property at any district-sponsored or district-approved
activity, event or function, such as a field trip or athletic event, where
students are under the supervision of the school district; or during any
period of time such employee is supervising students on behalf of the school
district or is otherwise engaged in school district business. When it is evident that
an employee has consumed alcoholic beverages or controlled substances off
school property before or during a district activity, the staff member will
not be allowed on school property or to participate in the activity and will
be subject to the same disciplinary measures as for possession or consumption
on district property. Staff members will be
tested for alcohol and controlled substances if the district has reasonable
suspicion that the staff member has violated this policy. In addition, staff
members who operate district transportation must submit to alcohol and drug
testing as otherwise required by law. All testing will be conducted in
accordance with Board policy, administrative procedures and law. Any employee who
violates this policy will be subject to disciplinary action, which may
include suspension, termination and referral for prosecution. Employees may
be required to satisfactorily participate in rehabilitation programs. Each employee of this
school district is hereby notified that, as a condition of employment, the
employee must abide by the terms of this policy and notify the superintendent
or designee of any criminal drug statute conviction for a violation occurring
in or on the premises of this school district, or while engaged in regular
employment. Such notification must be made by the employee to the
superintendent or designee in writing no later than five (5) calendar days
after conviction. The superintendent or designee will provide notice in
writing of such violation to the United States Department of Education or
other appropriate federal agency within ten (10) calendar days after the
superintendent or designee receives such notification if the district
receives any federal grants directly from such agency, as opposed to federal
grants received through the Department of Elementary and Secondary Education
(DESE). The district will take
appropriate disciplinary action within 30 days. The district will
institute a drug-free awareness program to inform employees of the dangerous
and harmful nature of drug and alcohol abuse in the workplace, of this policy
of maintaining a drug-free workplace, of available counseling and
rehabilitation, and of the penalties that may be imposed upon employees for
drug abuse violations occurring in the workplace. The Board of Education
recognizes that employees who have a drug abuse problem should be encouraged
to seek professional assistance. Although the district will not assume
financial responsibility, an employee who requests assistance shall be
referred to a treatment facility or agency in the community if such facility
or agency is available. Upon the request of
DESE or an agency of the This policy shall be
communicated in writing to all present and future employees. Compliance with
this policy is mandatory. * * * * * * *
Adopted: Revised: Cross
Refs: EBBA, Accident Response and Prevention JFCH, Student
Alcohol/Drug Abuse Legal
Refs: § 287.120, RSMo. Controlled
Substances Act, 21 U.S.C. § 812(c) 21 C.F.R.
1300.11-1308.15 Drug-Free
Workplace Act of 1988, 41 U.S.C. §§ 701 - 707 |
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EMERGENCY PROCEDURES
Building Principals are responsible for building evacuation
plans. All staff should know and
understand their particular duty in case of an emergency. Evacuation routes should be specific and
posted in all rooms. Regular drills
should be made school wide.
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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)_
The Family Educational Rights
and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law
that protects the privacy of student education records. The law applies to all schools that receive
funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain
rights with respect to their children’s education records. These rights transfer to the student when he
or she reaches the age of 18 or attends a school beyond the high school
level. Students to whom the rights have
transferred are “eligible students.”
- Parents or eligible students have the right to
inspect and review the student’s education records maintained by the
school. Schools are not required to
provide copies of records unless, for reasons such as great distance, it
is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
- Parents or eligible students have the right to
request that a school correct records which they believe to be inaccurate
or misleading. If the school
decides not to amend the record, the parent or eligible student then has
the right to a formal hearing. After
the hearing, if the school still decides not to amend the record, the parent
or eligible student has the right to place a statement with the record
setting forth his or her view about the contested information.
- Generally, schools must have written permission
from the parent or eligible student in order to release any information
from a student’s education record.
However, FERPA allows schools to disclose those records, without
consent, to the following parties or under the following conditions (34
CFR § 99.31):
- School officials with legitimate educational
interest;
- Other schools to which a student is
transferring;
- Specified officials for audit or evaluation
purposes;
- Appropriate parties in connection with financial
aid to a student;
- Organizations conducting certain studies for or
on behalf of the school;
- Accrediting organizations;
- To comply with judicial order or lawfully issued
subpoena;
- Appropriate officials in cases of health and
safety emergencies; and
- State and local authorities, within a juvenile
justice system, pursuant to specific State law.
Schools may disclose, without
consent, “directory” information such as a student’s name, address, telephone
number, date and place of birth, honors and awards, and dates of
attendance. However, schools must tell
parents and eligible students about directory information and allow parents and
eligible students a reasonable amount of time to request that the school not
disclose directory information about them.
Schools must notify parents
and eligible students annually of their rights under FERPA. The actual means of notification (special
letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is
left to the discretion of each school.
For additional information or
technical assistance, you may call (202)260-3887 (voice). Individuals who use TDD may call the Federal
Information Relay Service at 1-800-877-8339.
Or you may contact the
following address:
Family Policy Compliance
Office
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FAMILY AND MEDICAL
LEAVE ACT OF 1993
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504 PLAN
See 504 Plan Guide for more information.
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GRADE LEVEL
REPRESENTATIVES/DEPARTMENT CHAIRS
Grade Level Representatives or Department Chairs are selected for each grade level. Their function is to be centered on curriculum and instruction. The grade level representatives are not assistant principals – please do not involve them in matters of individual student discipline, staff grievance procedures, etc.
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MAKE UP DAYS
Any regular school day missed due to inclement weather, mechanical failure, or other cause must be made up according to state law. Normally make up days are built into the calendar. Any make up days in excess of those provided for in the calendar will be made up by extending the school year.
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NOTICE OF NONDISCRIMINATION
Applicants for admission or employment, students, parents of elementary and secondary school students, employees, sources of referral and applicants for employment, and all professional organizations that have entered into agreements with the Marshall Public Schools are hereby notified that our School District does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.
Any person having inquiries concerning the Marshall Public Schools’ compliance with the laws and regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act (ADEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Titles II and III of the Americans with Disabilities Act of 1990 (ADA) is directed to the applicable Compliance Coordinator below who has been designated by the Marshall Public Schools to coordinate School District efforts to comply with the laws and regulations implementing Title VI, Title IX, the ADEA, Section 504, and the ADA.
The
Any person who is unable to resolve a problem or grievance
arising under the laws and regulations cited above may contact the Office for
Civil Rights, Region VII,
Our
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PARENT-TEACHER
CONFERENCES
Two parent conferences per year supplement the progress reporting system. The conferences are held at the end of the first and third quarters. Parents should be allowed appropriate time for travel between buildings. A review of a child’s progress toward the completion of grade level objectives will be made at the conferences.
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PARENT – TEACHER
ORGANIZATION
The Parent-Teacher Organizations are the official school support group for parents. P.T.O. will have monthly meetings. Your attendance at these meetings indicate appreciation and support for P.T.O. Therefore, attendance is strongly encouraged. See the building principals for names of P.T.O. Officers.
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PROBLEM SOLVING
TEAMS
Each building/grade level will have a Problem Solving Team
whose purpose will be to assist colleagues in determining alternative
instructional and behavioral strategies for students. Referrals to a team are made after informal
meetings with principal and counselor concerning the student and the problem
he/she evidences. Not all referrals to a
Problem Solving Team will result in further referral for special education
evaluation; but all referrals, except in extreme cases, for further evaluation
must have been through the intervention process. See Problem Solving Teams Guide for more
information.
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PUBLIC NOTICE
All responsible public
agencies are required to locate, evaluate, and identify children with
disabilities who are under the jurisdiction of the agency, regardless of the
severity of the disability, including children attending private schools,
highly mobile children, such as migrant and homeless children, and children who
are suspected of having a disability and in need of special education even
though they are advancing from grade to grade.
The
The
The
The
This notice will be provided in native languages as
appropriate.
Last Revised July 2005
MPS Revised Aug. 2005
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Race
Discrimination
The
Patty Dierking
Assistant Superintendent
860 West Vest
660-886-7414
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Right to Know
Letter
860
W. Vest,
Phone 660-886-7414 Fax 660-886-5641
Superintendent Deputy Superintendent Assistant Superintendent Assistant
Superintendent
Dear Parent or Guardian:
Our district is required to
inform you of certain information that you, according to The No Child Left
Behind of 2001 (Public Law 107-110), have the right to know.
Upon your request, our district
is required to provide to you in a timely manner, the following information:
- Whether the teacher has met state qualification and
licensing criteria for the grade levels and subject areas in which the
teacher provides instruction.
- Whether the teacher is teaching under emergency or
other provisional status through which state qualification or licensing
criteria have been waived.
- Whether your child is provided services by
paraprofessionals and, if so, their qualifications.
- What baccalaureate degree major the teacher has and
any other graduate certification or degree held by the teacher and field
of discipline of certification.
In addition to the information
that parents may request, districts must provide to each individual parent:
- Information on the achievement level of the parent’s
child in each of the state academic assessments as required under this
part; and
- Timely notice that the parent’s child has been
assigned, or has been taught for four or more consecutive weeks by, a
teacher who is not highly qualified.
If you have any further
questions, please feel free to contact your building principal.
Sincerely,
Dr.
Superintendent of Schools
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Rules and
Regulations
Board of Education policies are listed on the www.marshallschools.com website for your convenience. If you do not understand any policy, please ask your principal, an assistant superintendent, or superintendent for an interpretation.
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Student Discipline
The building principals and assistant principals are responsible for all discipline matters. Division Student Handbooks should specify student discipline policies which have been approved by the Board of Education. Please refer to the following Board of Education policies for specific information regarding student discipline.
|
FILE: JG-R STUDENT DISCIPLINE
Portions © 2004, |
||||
|
FILE: JG STUDENT DISCIPLINE
|
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STUDENT MANAGEMENT
STUDENT ATTENDANCE
FILE: JED
BASIC
STUDENT ABSENCES AND
EXCUSES
|
Regular and punctual
patterns of attendance will be expected of each student enrolled in the
school district. Students should strive to maintain a good attendance record,
because there is a direct relationship between school attendance and grades,
citizenship and success in school. It is recognized that
absence from school may be necessary under certain conditions. However, every
effort should be made by students, parents/guardians, teachers and
administrators to keep absences and tardiness to a minimum. Frequent absences of
students from regular classroom learning experiences disrupt the continuity
of the instructional process. The benefit of regular classroom instruction is
lost, and cannot be entirely regained. The school cannot teach students who
are not present. The entire process of education requires a regular
continuity of instruction, classroom participation, learning experiences and
study in order to reach the goal of maximum educational benefits for each
individual student. The regular contact of the students with one another in
the classroom and their participation in well-planned instructional
activities under the supervision of a competent teacher are vital to this
purpose. The superintendent,
with the assistance of the administrative and professional staff, shall
establish rules and procedures for student attendance within the district.
Such rules and procedures shall be published in the various student and
parent/guardian handbooks, and shall be subject to review by the Board of
Education. Irregular student attendance shall be checked by the building
principal or his or her designee to determine the cause of absence. Causes
for absences may be obtained by telephone calls, verified notes from parents
or guardians, contacts with other members of the student's family, or home
visits. A comprehensive system
of attendance records will be maintained for each student. Each teacher is
responsible for the accurate reporting of daily attendance in the classroom.
The building principal is responsible for supplying information to
parents/guardians in regard to student absences, and for submitting
attendance information to the superintendent's office. * * * * * * * Note: The
reader is encouraged to review administrative procedures and/or forms for
related information in support of this policy area. Adopted: Cross
Refs: JEA, Compulsory Attendance Ages and Part-Time
Attendance Legal
Refs: §§ 167.031 -.111, 171.151, RSMo. |
FILE: JED-R
CRITICAL
STUDENT ABSENCES AND
EXCUSES
|
Classification of
Absences Excused -- Excused by
Parent or Guardian ► Personal
illness -- Accompanied by a doctor slip if excessive (more than 15 days). ► Doctor
appointment. ► Attendance
at a funeral. ► For
participation in a school-sanctioned activity. ► Driver's
test. ► Religious
observances. Truant ► Absences
without the school and/or parent's permission. ► If
a call is not made the day of the absence or a note not brought in the next
morning, the absence will be counted as truancy and dealt with accordingly. ► If
a student leaves the building without signing out and without making proper
arrangements, he or she will be counted as truant and dealt with accordingly. ► A
student who leaves at lunch and doesn't plan to return for afternoon classes
must contact his or her parents and have them call the school immediately, or
the absence will be counted as a truancy. Avoidable ► Those
absences that the parent or guardian notifies the school of but which do not
fit into the excused category include: a. Trips b. Hunting Make-Up Work for
Absences ► For
students absent for illness, unscheduled medical appointments or death in
their family: Teachers should make every effort to help these students make
up assignments missed during the absence. However, students should understand
that if the work is not made up within a designated time, a failing grade
will be issued. ► For
students absent for school activities, scheduled appointments, religious
observances, out-of-town, work, helping at home or any other absence not
listed in the above category or truant: Students will receive no credit for
work unless they make arrangements with the teacher before they leave. This
includes tests and papers. ► Truant
- An "F" will be issued for class work done the day of the absence
and for assignments to be turned in the day of the absence. Admit Requirements ► Excused
-- The student will not need an admit to get into class the following day. ► Truant
-- Student is to be sent to the office immediately. ► Avoidable
-- No admit necessary. The student has been accounted for. Excused Absences ► Students
will not be excused during class to run errands unless an emergency situation
occurs; and then, only with the permission of the vice principal's office. ► Students
should not be excused from one class to do work in another class unless in
full agreement with both teachers, and teachers should do the asking, not the
student. ► A
student will be excused to leave the building by the principal or vice
principal, and must sign out before leaving. Failure to sign out will be
treated as truancy. Excessive Absences After a student has
accumulated 15 days of absence for the year, he or she will need a medical
slip or other written verification for future absences to be counted as
excused. Other absences will be counted as truancy and dealt with accordingly
unless excused by the vice principal. If a child must be
absent for any reason, parents should call the office on the first day of a
child's absence. However, if a child is absent for more than one day, it will
not be necessary to notify the office each day of his or her absence.
Children may be dismissed from school before regular dismissal times only for
valid reasons. Notes requesting an early dismissal should be sent to the
teacher. Unexplained absences totaling more than 10 days total will be
considered excessive. Parents will be notified of the need for a conference
concerning attendance. After 15 unexplained absences the case will be
referred to the county juvenile office. Tardy ► A
student is tardy if he or she is not in his or her seat when the bell rings. ► All
students tardy to their first period class must have an admit slip from the
office before they are allowed to enter the class. ► All
students tardy to a class must sign the class tardy list, give the reason for
the tardy, and date the signature. ► Students
shall be sent to the assistant principal with a referral sheet on the third
unexcused tardy each quarter and on each subsequent unexcused tardy that
quarter. ► Students
will be assigned a ninth-period detention for each unexcused tardy after two
each quarter. ► If
a student expects to receive an excused tardy at the start of the school day,
he or she should have his or her parents send a signed written excuse or call
the school prior to their arrival or immediately after the parent arrives
home if the problem developed en route to school. Excused tardies are: car
trouble, bad weather, illness or doctor/dental appointments, required
religious observances. ► Excused
tardies during the school day require prior permission of the teacher or a
written excuse signed by another adult in authority. ► Tardies
are not counted the first four (4) days of school. ► The
teacher should admit students two (2) times prior to sending them to the
office for an admit. However, if a student arrives to class after the daily
absentee sheets have been filled out, he or she should be sent to the office
for an admit regardless of the number of previous tardies. ► Other ► All
students are expected to participate in required physical education classes
if they are physically able to do so. Students who are unable to participate
must present a physician's excuse stating the reason for non-participation to
their principal at the beginning of the school year or at the time a
debilitating condition commences. ► As
an educational institution, the * * * * * * * Note: The
reader is encouraged to review administrative procedures and/or forms for
related information in support of this policy area. Approved: |
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Transportation Pricing Policy
A fee will be charged for those field trips that
leave the city limits of
2006-2007
| City: | ||
| Marshall | No Charge | |
| Sedalia | $75.00 | |
| Columbia | $150.00 | |
| Kansas City | $187.00 | |
| Jefferson City | $225.00 | |
| Saline County 1-3 hours | $50.00 | |
| Saline County 4 hours and over | $60.00 | |
The cost increase is due to the raise in fuel costs and there will still be no charge for in-town trips.
The above rates are per bus. For multiple bus requests, multiply the trip
charge by the number of buses. One half
day trips are considered to be four hours or less, trips over four hours will
be charged at the full day rate. Field trips taken within the city limits will
continue to be available with no charge. The field trips that are outside of
the county will still be charged at the rate of $1.00 per mile/per bus for the
round trip.
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ADMISSION
TO SCHOOL ACTIVITIES
At the beginning of each school year every teacher
will receive an identification card.
This card will admit the staff member and any member of his (or her)
immediate family to all school sponsored activities free of charge. This includes such activities as all home
athletic events, plays, concerts, and etc.
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CARE
OF THE BUILDINGS
We are very fortunate to have such fine educational
facilities. Let’s all work together to
keep them looking attractive. Have the
students keep paper cleaned up around their desks. Work to instill a feeling of pride in the
students for their building. If they are
proud of their school they will work to keep it looking nice. Spend the last few minutes of the day picking
up your room and getting ready for the closing of school. If you have specific
cleaning requests, they should be made in writing through the principal or
assistant principal.
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COMPLAINTS
AGAINST TEACHERS
Frankness will be emphasized in handling complaints against
teachers by patrons or members of the community. If a complaint is lodged against a teacher,
the teacher’s immediate supervisor will discuss the complaint with the teacher
to gain all pertinent information.
Normally most situations can be resolved with both parties having an
honest and open discussion of the problem.
Keeping the Administrator informed about happenings in your classroom
will help in answering many complaints.
It places the administrator in an unpleasant position to be called about
something that happened at school and be totally unaware of the incident.
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COMPLAINT
RESOLUTION PROCEDURE FOR IMPROVING
Complaint
Resolution Procedure for Improving
This complaint resolution procedure applies to all programs
administered by the Department of Elementary and Secondary Education under the No
Child Left Behind Act (NCLB).
A complaint is a formal allegation that a specific federal
or state law or regulation has been violated, misapplied, or misinterpreted by
school district personnel or by Department of Education personnel.
Any parent or guardian, surrogate parent, teacher,
administrator, school board member, or other person directly involved with an
activity, program, or project operated under the general supervision of the Department
may file a complaint. Such a complaint
must be in writing and signed; it will provide specific details of the
situation and indicate the law or regulation that is allegedly being violated,
misapplied, or misinterpreted.
The written, signed complaint must be filed and the
resolution pursued in accordance with local district policy: 1) Complaints on behalf of individual
students should first be addressed to the teacher. 2)
Unsettled matters from (1) above, or problems and questions concerning individual
schools, should be directed to the principal of the school. 3)
Unsettled matters from (2) above, or problems and questions concerning
the school district, should be directed to the superintendent. 4) If
the matter cannot be settled satisfactorily by the superintendent, it should be
brought to the Board of Education.
Questions and comments submitted to the secretary of the Board in letter
form will be brought to the attention of the entire Board at a regularly
scheduled or called meeting. If
necessary, a Board hearing will be scheduled to resolve the complaint. However, the decision of the Board shall be
final except in the case of complaints concerning the administration of federal
programs. In that case the complainant
may go to the appropriate section of the Department of Elementary and Secondary
Education and from there on to the United States Secretary of Education.
(Marshall Board
Policy: KL-AP revised
If the issue can not be resolved at the local level, the complainant
may file a complaint with the Missouri Department of Education. If there is no evidence that the parties have
attempted in good faith to resolve the complaint at the local level, the
Department may require the parties to do so and may provide technical
assistance to facilitate such resolution.
State Level – If the complaint is not resolved in a
satisfactory manner at the local level and if it involves a state or federal
program, the complaint may be brought to the Department of Elementary and Secondary
Education. Complaints made under this
process must be made in writing and signed by the complainant. The following steps are to be taken:
A.
Address the complaint to Federal
Discretionary Grants,
B.
Include in the complaint:
1. a description of the complaint.
2. The name(s) and age(s) of the children involved.
3. The name(s) of involved school district personnel and the district(s)
they represent.
4. A description of attempts that were made to solve the issue at the
local level.
C.
The Director of Federal Grants Management
will inform the involved school district(s) of the complaint. The director of designee will gather needed
information from statements of the parties involved and may conduct an
independent investigation through an on-site visit if necessary.
D.
Within thirty days after receiving a
complaint, the Director of Federal Grants Management will resolve the complaint
and will inform interested parties, in writing of the decision.
E.
If a complainant disagrees with the
decision, the complainant may, within 10 working days, appeal to the Deputy
Commissioner of Education. This appeal
must be in writing and state why the complainant disagrees with the decision.
F.
Within 30 days after receiving an appeal,
the Deputy Commissioner of Education will render a final administrative
decision and notify the complainant and all other interested parties in
writing.
G.
If the complainant disagrees with the
decision of the Deputy Commissioner of Education in a matter concerning homeless
child(ren) or youth, the complainant may request a
review of the decision by the United States Secretary of Education in
accordance with 34 CFR Part 299.11.
H.
While the dispute is being resolved, the child(ren) in question must be
enrolled in school. If the dispute is
concerning the school of best interest, the child must be enrolled in the
school of residence unless arrangements are already implemented to allow the
child to attend the school of origin.
I.
It is the responsibility of the personnel
in the school district of residence to inform the complainant of the Complaint
Resolution Procedures.
Any persons directly affected by the actions of the
Department may file a similarly written complaint if they believe state or
federal laws or regulations have been violated, misapplied, or misinterpreted
by the Department itself.
Anyone wishing more
information about this procedure or how complaints are resolved may contact
local district personnel at the Districts Central Office: 886-7414 or
Department personnel at Federal Grants 573-526-3232.
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DAILY
SCHEDULE
A daily schedule should be in plain view in the room
at all times. It should always be kept
current to reflect any changes that occur throughout the year. A copy of your daily schedule is to be given
to the building administrator by the end of the second week of school and
updated when necessary. Having an up to
date schedule is very important for a substitute who might be in your room.
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EVALUATIONS
The building administrators may evaluate every
teacher that is to have a summative evaluation for the current school year. Evaluations will be completed prior to the March
Board of Education meeting. Non-tenured
teachers are evaluated every year until tenured. Tenured teachers receive a summative
evaluation every five years.
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JOB
DESCRIPTION
Position
Title: Teacher
Department: All
Reports To: Person designated by the Board of Education or the
Superintendent.
______________________________________________________________________________
SUMMARY:
To help students learn subject
matter and skills that will contribute to their development as mature, able,
and responsible men and women.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Meets and instructs assigned classes in the
locations and at the times designated.
2. Plans a program of study that meets the individual
needs, interests, and abilities of the
students.
3. Creates a classroom environment that is conducive to
learning and appropriate to the
maturity and
interests of the students.
4. Prepares for classes assigned and shows written
evidence of preparation upon request
of immediate
superior.
5. Encourages students to set and maintain standards of
classroom behavior.
6. Guides the learning process toward the achievement
of curriculum goals and grade
level
expectations. Establishes clear
objectives for all lessons, units, and projects to
communicate
these objectives to students.
7. Employs a variety of instructional techniques and
instructional media consistent with
the physical
limitations of the location provided and the needs and capabilities of the
individuals
or student groups involved.
8. Strives to implement by instruction and action the
district’s philosophy of education
and instructional
goals and objectives.
9. Assesses the accomplishments of students on a
regular basis and provides progress
reports as
required.
10.
Seeks the assistance of district specialists as required.
11.
Takes all necessary and reasonable precautions to protect students, equipment,
and
materials, and facilities.
12. Maintains accurate, complete, and
correct records as required by law, district policy,
and
administrative regulation.
13. Assists the administration in
implementing all policies and rules governing student life
and
conduct; for the classroom, develops reasonable rules of classroom behavior and
procedure and maintains order in the
classroom in a fair and just manner.
14. Makes provisions for being available to
students and parents for education-related
purposes outside the instructional day when
required or requested to do so under
reasonable terms.
15.
Plans and supervises purposeful assignments for teacher aides, volunteers. Works
cooperatively with department or grade level
representatives.
16. Strives to maintain and improve
professional competence.
17. Attends all staff meetings and serves
on staff committees as required.
SUPERVISORY RESPONSIBILITIES: Staff
members designated by the Board of Education or the Superintendent.
EDUCATION and/or EXPERIENCE: Degree
required and area of major study. Kind
and amount of prior job experience.
CERTIFICATES, LICENSES,
REGISTRATIONS: Certificate, license, or other legal credential
required. Such alternatives to the above
qualifications as the Board of Education may find appropriate and acceptable.
EVALUATION: Performance of this job will be evaluated in accordance
with provisions of the Board of Education’s policy on Evaluation of
Professional Personnel by the Building Administrator.
TERMS OF EMPLOYMENT: Salary
and work year to be established by the Board of Education.
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JURY
DUTY
District certified and classified employees are strongly encouraged by
the Marshall Board of Education to fulfill their responsibility as citizens to
perform jury duty when called to do so.
Employees serving jury duty will receive their regular school district
pay and will experience no loss in personal leave.
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LESSON
PLANS
Each teacher is provided with a lesson plan book. These books are to be kept up to date at all
times. You never know when it might be
necessary for you to be absent. It is
best to make lesson plans for at least one week in advance and should be
completed by Friday for the ensuing week.
Objectives of each lesson are to be stated briefly on the plan
book.
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NON-DISCRIMINATION
POLICY & SEXUAL HARRASSMENT
It is the intent of the
FILE: AC
CRITICAL
NONDISCRIMINATION AND
ANTI-HARASSMENT
|
A.
Anti-Discrimination Law Compliance As a political
subdivision, employer, recipient of federal funds and educational
institution, the Board of Education is prohibited from, and hereby declares a
policy against, engaging in unlawful discrimination, including harassment
creating a hostile environment, on the basis of race, color, religion, sex,
national origin, ancestry, disability, age or use of leave protected by the
Family and Medical Leave Act, in its programs, activities and with regard to
employment. The Board is an equal opportunity employer. Marital, maternal or
paternal status shall not affect the rights and privileges of district
students to receive an education. Those students are eligible to participate
in all activities and receive all honors the same as any other students
enrolled in the school district. B. Collateral
Prohibitions As part of this
obligation, the Board is also prohibited from, and declares a policy against: (1) Retaliatory
actions based on making complaints of prohibited discrimination or
participation in an investigation, formal proceeding or informal resolution concerning
prohibited discrimination; (2) Aiding,
abetting, inciting, compelling or coercing discrimination; and (3) Discrimination
against any person because of such person’s association with a person
protected from discrimination due to one or more of the above-stated characteristics. C. Compliance
Officer Appointment To ensure that these
obligations are met, the Board designates the following individual to act as
the district’s nondiscrimination laws compliance coordinator, who shall also
be the appointee for all laws specifically mandating such an appointment, and
who shall have the duty of keeping the superintendent informed of the state
of compliance with this policy district wide: Superintendent 860 W. Vest Phone: 660-886-7414;
Fax: 660-886-5641 D. Reporting
and Complaint Complaints and reports
regarding discharge of the duties summarized in this policy should be
addressed to the compliance coordinator. Any employee of the district or
member of the Board of Education who becomes apprised of a possible violation
of this policy must report the matter to the coordinator. In the event the
compliance coordinator is the subject of a report that would otherwise be
made to the compliance coordinator, reports should instead be directed to the
Director of Special Services, who will assume the coordinator’s duties for
the purpose of that complaint. E. Grievance
Procedure and Resolution of Complaints The administration will
establish an effective grievance procedure and take any other actions
necessary to carry out this policy, with due regard for the substantive and
procedural rights of all parties concerned. F. Confidentiality
and Records To the extent permitted
by law, any public record held by this school district that is generated or
received pursuant to this policy shall be closed and available only to the
Board acting as a quorum, a committee appointed by the Board to carry out
this policy on a permanent or ad hoc basis, the compliance coordinator and
other administrators whose duties require access to the record in order to
carry out this policy. Such persons may share access, on an individual basis,
to such records with complainants or participants in a grievance or other
resolution, only to the extent such disclosure promotes the purposes of this
policy and is not prohibited by FERPA or any other law. Certain other limited
disclosures may be required when material in the records is integral to an
action affecting a constitutionally recognized property or liberty interest. G. Public
Notice and Dissemination A copy of this policy
will be posted in a public area of each building used for instruction and/or
administrative offices. A copy of this policy will also be distributed
annually to employees, parents or guardians, and students. The administration
is directed to further publicize this policy and provide for such training or
instruction as necessary to ensure district wide compliance with
anti-discrimination laws, including instruction in recognizing behavior indicative
of a violation of this policy. H. Limitations Nothing in this policy
shall be construed as creating a cause of action. Neither the proscriptions
of, nor actions taken under, this policy shall on that basis stop the Board
from fully arguing for or against the existence of any fact and the scope or
meaning of any law in any forum. * * * * * * * Note: The
reader is encouraged to review administrative procedures and/or forms for
related information in support of this policy area. Adopted: Cross
Refs: EHB, Technology Usage GBCB, Staff Conduct GBEBB, Employee Alcohol
and Drug Testing GBH, Staff/Student
Relations GBM, Staff Complaints
and Grievances GCD, Professional Staff
Recruiting and Hiring GDC, Support Staff
Recruiting and Hiring IGBA, Programs for
Students with Disabilities IGBCB, Programs for
Migrant Students IGBH, Programs for
Limited English Proficient/Language Minority Students IGD, District-Sponsored
Extracurricular Activities and Organizations IGDJ, Interscholastic
Athletics JFCF, Hazing and
Bullying JFH, Student Complaints
and Grievances KL, Public Complaints Legal
Refs: P.L. 92-318, Education Amendments of 1972, Title
IX 45 CFR, Parts 81, 86 (Federal Register, June 4, 1975; August 11,
1975) "Notice
of Nondiscrimination," Office of Civil Rights, Title VI of the Civil
Rights Act of 1964, 42 U.S.C. §§ 2000d et seq. Title VII of the Civil
Rights Act of 1964, 42 U.S.C. §§ 2000e et seq. Americans with
Disabilities Act, 42 U.S.C. §§ 12101 - 12213 Title IX of the
Education Amendments of 1972, 20 U.S.C. § 1681 Rehabilitation Act of
1973, 29 U.S.C. § 794 Family and Medical
Leave Act, Prohibited Acts, 29 U.S.C. § 2615 Fair Labor Standards
Act, Equal Pay Provisions, 29 U.S.C. § 206(d) Individuals with
Disabilities Education Act, 20 U.S.C. §§ 1400 - 1487 Age Discrimination in
Employment Act, 29 U.S.C. §§ 621 et seq. Age Discrimination Act
of 1975, 42 U.S.C. §§ 6101 et seq. Female Employees'
Wages, §§ 290.400 et seq., RSMo. Gebser et al. v. Faragher v. City of Oncale v. Sundowner
Offshore, 118 S.Ct. 998 (1998) Harris v. Forklift
Systems, Inc., 510 Davis
v. Monroe County Bd. of Ed., 120 F.3d (11th Cir. 1997), Cert. granted,
S.Ct. (1998) |
FILE: AC-R
CRITICAL
NONDISCRIMINATION AND
ANTI-HARASSMENT COMPLIANCE GRIEVANCE PROCEDURE
|
I. Overview
of Discrimination/Harassment A. Hostile
Environment - "Harassment": Harassment, including sexual harassment and
racial harassment, is one theory of establishing that a person has been
illegally discriminated against. Behavior, based upon the protected
classifications listed in policy AC, whereby the school or work environment
becomes permeated with intimidation, ridicule and insult that is sufficiently
severe or pervasive to alter the conditions of a student’s participation in
the district’s programs and activities, or of an employee’s employment, can
amount to prohibited discrimination and is therefore within the prohibitions
of policy AC. Any intimidation, ridicule or insult that is based on a reason
listed in policy AC, including sex or race, is to be reported to the
nondiscrimination compliance coordinator ("compliance
coordinator"). In addition, unwelcome sexual advances, unwelcome
requests for sexual favors and other unwelcome verbal, nonverbal or physical
conduct of a sexual nature can contribute to rendering an environment
hostile, and thereby discriminatory, on the basis of sex. A person’s age and
the relationship between the parties are factors which can make conduct
unwelcome even in the absence of an obvious negative reaction by the victim.
The harasser and the victim need not be of a different sex, race, etc. B. "Quid
pro Quo": This is another form of behavior that can amount to
discrimination on the basis of sex. This occurs when an employee’s supervisor
makes job benefits or refraining from adverse action conditional upon
submission to unwelcome sexual advances, unwelcome requests for sexual favors
and other unwelcome verbal, nonverbal or physical conduct of a sexual nature.
Similarly, “quid pro quo” harassment also occurs when an employee of the
district, in real or apparent authority over a student, conditions the
student’s participation in the district’s programs or bases educational
decisions upon submission to unwelcome sexual advances, unwelcome requests
for sexual favors and other unwelcome verbal, nonverbal or physical conduct
of a sexual nature. It is extremely important that any person who knows of or
experiences such “quid pro quo” behavior, whether or not the threatened
action or promised favor was carried out, immediately notify the district’s
nondiscrimination compliance coordinator. C. If
harassment is occurring, there may be a variety of witnesses to discrete
actions that may not of themselves seem of particular gravity. Also, victims
may be unwilling to report or, because of their youth, may not understand the
prohibited nature of some conduct. Only a central repository of all such
reports from the entire district community can allow the compliance
coordinator to effectively detect and remedy potentially illegal
discriminatory harassment before its severity or pervasiveness causes the
district to fail in its compliance obligations. What constitutes
discrimination by harassment depends on the facts of each situation, and
therefore doubt as to whether to report to the compliance coordinator should
be resolved in favor of reporting, so that the compliance coordinator has
more, rather than less, information about a situation. II. Overview
of Procedural Components A. General 1. This
grievance procedure exists to provide formal resolution of complaints that policy
AC has been violated. It does not prohibit the informal adjustment of any
complaint. Pursuit of informal adjustment is not a valid reason for missing a
filing deadline, but a timely filed complaint may be continued by consent of
the parties in order to allow pursuit of informal adjustment. 2. The
compliance coordinator should be informed of the progress of all informal
adjustments and grievances at each step by the district employee responsible
for each step of a grievance, so that the compliance coordinator may keep
abreast of all matters concerning policy AC and be ready at any time to
report on the same to the superintendent, Board or an outside agency. 3. Where
a statute, administrative rule, or Board policy provides a scheme for
resolutions of complaints arising under that statute, rule or policy, this
grievance procedure shall not be applicable. 4. When,
based upon reported information and/or investigation, the compliance
coordinator finds a likely violation of policy AC, the compliance coordinator
shall so inform the superintendent, regardless of whether a complaint has
been filed. Lack of a complaint will not preclude appropriate remedial action
by the district upon a finding by the superintendent of a violation of policy
AC, nor will the existence of a complaint or its outcome hinder the
superintendent in enforcing policy AC. Lack of a remedial action does not
preclude a disciplinary action, and vice versa. 5. In
addition to keeping the superintendent informed of likely violations of
policy AC throughout the district, the compliance coordinator should also
confidentially contact putative victims of likely violations of policy AC to
investigate, further explain policy AC if necessary, and make sure the
putative victim is aware of the grievance procedure. 6. Actions
involving employees or students implemented as remedial action for a
violation of policy AC are not exempt from such constitutional due process
requirements as apply case-by-case to such an individual and/or the nature of
the action taken. However, this regulation is not meant to provide any
additional substantive or procedural rights to employees or students who must
be involved in remedial actions. 7. If
a person designated to hear a complaint or appeal is the subject of the
complaint, the next highest step in the grievance process will be used. 8. Deadlines
herein are directory only, and not mandatory, upon the district. If more than
twice the allotted time has expired without a response, appeal may be taken
to the next step. 9. Persons
alleged to have violated policy AC, and/or persons necessarily involved in
resolution of complaints, will have access to written grievance materials
only in the event that remedial or disciplinary action is actually
implemented, and then only on a need-to-know basis or as required by the
constitution. Participants must understand that FERPA may prevent the
disclosure of some records or actions to complainants, including in the
written responses called for in these regulations. 10. Failure
to prosecute an appeal within the timelines given will be deemed as
acceptance of the findings and any remedial action of the last level used. 11. All
documents, communications and records pertaining to this grievance procedure
will be kept separate from personnel records of employees.* 12. The
district will not be relieved of its responsibility to respond to a complaint
filed under this grievance procedure by the fact that an outside enforcing
agency has received a complaint arising from the same circumstances. 13. The
compliance coordinator will make follow-up inquiries on completed grievances
and informal adjustments to assure that remedial actions have been effective,
and to assure that no violation of policy AC persists or has been caused by
the grievance or adjustment itself. B. Definitions
Used in This Procedure 1. Complaint
- Submission to the responsible district official of a written and signed allegation
that there has been a violation of policy AC, which states: date of filing,
discrimination category at issue (e.g., sex, national origin, etc.), names of
persons involved including possible witnesses, facts alleged to have
happened, a statement of why the facts constitute a violation of policy AC, a
suggestion of the remedy desired, and a statement of any informal adjustment
attempts or progress within the complainant’s knowledge as of the date of the
complaint. Exhibits may be attached. 2. Complainant
- A person who, by the filing of a complaint under this procedure, claims to
be the victim, or the parent or guardian of a student who claims the student
was a victim of discrimination in violation of policy AC. 3. Appeal
- An appeal requires the filing of the original complaint and exhibits, all
decisions rendered by district officials at any lower levels in the grievance
process, a statement of why the decision being appealed from is inadequate or
incorrect, and a statement of the progress of any informal adjustment known
to the complainant. III. Procedure A. Level
I -- A complaint should be filed with the district's compliance
coordinator. If a complaint is filed with any other administrator, the
administrator will immediately forward any complaint received to the
compliance coordinator. The compliance coordinator may, in his or her
discretion, assign the principal of the building concerned to investigate the
matter, unless the principal is a subject of the complaint. Likewise, the
principal may delegate an assistant principal to investigate the matter
unless the assistant principal is a subject of the complaint. If the
compliance coordinator does not assign a principal to investigate the matter,
then the compliance coordinator will conduct the investigation. Regardless of who
investigates the complaint, an investigation will be conducted within a
normal limit of five (5) working days after submission of a complete complaint,
including such hearings or ex parte interviews as are reasonably
necessary, including contacting witnesses identified by the complaint. The
investigator will then issue a written response to the complaint: (1)
Summarizing the facts, (2) Making conclusions on whether they constitute a
violation of policy AC and (3) if a violation of policy AC is found, stating
what remedial action will be implemented at the school level or sought from
the central administration. B. Level
II -- Within five (5) working days after receiving the Level I
decision, appeal may be taken to the nondiscrimination compliance
coordinator. If the compliance coordinator conducts the initial
investigation, an appeal may be taken to the superintendent, as outlined in Level
III. The compliance coordinator will meet with the complainant as soon as
workably possible to review the appellate materials, further discuss the
complaint and take any additional evidence the complainant has to offer.
Within a normal limit of five (5) working days, the compliance coordinator
will issue a written response to the appeal summarizing his or her findings
and stating what, if any, remedial actions will be recommended to the
superintendent and/or the building-level administration for implementation. C. Level
III -- Within five (5) working days after receiving the Level II
decision, appeal may be taken to the superintendent. If the compliance
coordinator conducts the initial investigation, an appeal may be taken to the
superintendent within five (5) working days after receiving the Level I
decision. If the superintendent is the compliance coordinator, an appeal of
the superintendent’s decision may be made to the Board of Education as
outlined in Level IV. If the superintendent is the subject of the
complaint, an appeal of the compliance coordinator’s decision may be made to
the Board of Education as outlined in Level IV. The superintendent may
refer the matter to an assistant or associate superintendent, general
counsel, or outside counsel, to act as designee and prepare a final decision
for signature and implementation. The superintendent or designee will review
the appeal materials, conduct further investigations or hearings at the
superintendent's or designee’s discretion, and seek counsel if necessary.
Within a normal limit of ten (10) working days, the superintendent will issue
a written decision upon the appeal stating whether a violation of policy AC
is found and, if so, stating what remedial actions will be implemented. A
copy of the appeal and decision will be sent to the compliance coordinator by
the superintendent. D. Level
IV-- Within five (5) working days after receiving the Level III
decision, appeal may be taken to the Board of Education by filing the appeal
with the superintendent. If the superintendent is the subject of the
complaint, an appeal may be taken to the Board of Education by filing the
appeal with the compliance coordinator or the president of the Board. The
matter will be placed on the agenda of the next scheduled meeting of the
Board, for closed session unless law requires otherwise. The complainant will
be allowed to address the Board, and the Board may call for the presence of
such other persons as the Board deems necessary to advise it on the matter
and the maintenance of its compliance obligations. The Board may conduct its
procedure upon the appeal as it sees fit, and shall normally render a written
decision upon the appeal within 30 working days, for implementation by the
administration. For district purposes, and without waiving the right to take
any actions later deemed necessary for nondiscrimination mandate compliance,
the Board’s decision and any actions taken are final. A copy of the appeal
and decision will be sent to the compliance coordinator by the Board
secretary. * This
paragraph does not include the records of a collateral disciplinary action.
Records of disciplinary actions for violations of policy AC are kept in the
same manner as any other discipline record. * * * * * * * Note: The
reader is encouraged to review administrative procedures and/or forms for
related information in support of this policy area. Approved: |
© 2000,
For Office Use Only: AC-R.1B (10/00)
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PLAYGROUND
SUPERVISION
When your students are on the playground you must be there to provide
proper supervision. Hand-held radios
are to be checked out of the office and taken to playground by designated
playground supervisors. Should a child
be injured and you were not on the playground providing proper supervision, you
can be held liable. Please do not send
your children to the playground while you do something else. If several classes are on the playground at
the same time, to provide adequate supervision, teachers must supervise
separate areas of the playground.
A playground duty schedule will be developed by your administrator. Please follow the guidelines below:
1.
You accept this duty as a challenge.
2.
You are punctual in arriving at your assigned area.
3.
Keep moving while on duty. You can prevent many problems this way.
4.
Watch for potential trouble spots.
5.
In case of a serious accident, stay with
injured. Send for help. In case of a minor accident the child should
be brought to the office. Any injury
that requires calling the parent or school nurse, you must notify the
administrator.
6.
Stop all fights immediately.
7.
Whenever you see a rule broken, take action.
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PRIOR
APPROVAL FOR PURCHASES
All purchases must be approved by the building administrator prior to the
purchase.
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PROFESSIONAL
DEVELOPMENT
District professional development opportunities are held on a regular
basis. Teachers are expected to be in
attendance at all activities for the duration.
Please plan accordingly.
For out of district professional development opportunities the teacher
should complete the district forms for Professional Development Leave. These forms must be pre-approved by the
building administrator.
The allowable costs are as follows:
conference registration, travel, lodging, and meals. All tips for service are the responsibility
of the individual. No alcoholic
beverages will be paid for by the district.
The district would like to encourage carpooling if possible.
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REFERRALS
TO THE GUIDANCE COUNSELOR
Students who display unusual social, emotional, or
educational problems should be referred to the guidance counselor. The teacher and counselor shall work together
to develop alternative approaches with the child and/or parent. It shall be the responsibility of the
counselor to keep records and to coordinate services for this child within the
school system.
Should a referral to an outside agency be necessary,
it shall be the counselor’s responsibility to do so after consultation with the administrator.
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SICK
LEAVE POLICY
See Professional Staff Short-Term Leaves and
Absences GCBDA on the Marshall Schools Website.
[Back To Top]
STAFF
CODE OF CONDUCT
FILE: GBCB
CRITICAL
STAFF CONDUCT
|
All employees represent
the school both at the school and in the community. The impression the public
will have of our schools is gained primarily from the reaction of their
children and themselves to persons associated with the district. It shall be the aim of
the Board of Education and the school district administration to promote
positive relations with all staff personnel. In so doing staff personnel are
expected to display loyalty to the school district and adherence to its
established policies, rules, and regulations. On the other hand, the Board of
Education and the administration are expected to promote a favorable climate
within which the staff personnel can perform their duties with a feeling of
personal satisfaction and with a reasonable opportunity for success. Such a
relationship will emphasize two-way communication and the opportunity for all
staff personnel to contribute to planning and recommending district policy
and operational procedures, final approval of which rests with the Board of
Education. While staff personnel are expected to be supportive of the
district's total program, the Board of Education and administration are
expected to be supportive of the individual staff member's efforts to make a
positive contribution toward this program. The strength of this partnership
will determine to a large extent the degree of success this district will
experience in providing this community a quality program of education. The Board of Education
expects that each professional and support staff member shall put forth every
effort to promote a quality instructional program in the school district. In
building a quality program, employees must meet certain expectations that
include, but are not limited to, the following: 1. Become
familiar with, enforce and follow all Board policies, regulations,
administrative procedures, other directions given by district administrators
and state and federal laws as they affect the performance of job duties. 2. Maintain
courteous and professional relationships with pupils, parents/guardians,
other employees of the district and all patrons of the district. 3. Keep
current on developments affecting the employee's area of expertise or
position. 4. Transact
all official business with the appropriate designated authority in the
district in a timely manner. 5. Care
for, properly use and protect school property. 6. Attend
all required staff meetings called by district administration, unless
excused. 7. Keep
all student records, medical information and other sensitive information
confidential as directed by law, Board policy, district procedures and the
employee's supervisor. 8. Any
criticism of the members of the staff or other departments should be
constructive and given only to the principal or superintendent who has the
administrative responsibility for improving the situation. 9. The
Board of Education and members of the staff will cooperate freely with other
governmental and community agencies to attempt to reach satisfactory
solutions to community problems which particularly affect the schools. 10. Immediately
report all dangerous building conditions or situations to the building
supervisor and take action to rectify the situation and protect the safety of
students and others if necessary. 11. Properly
supervise all students. The Board expects all students to be under assigned
adult supervision at all times during school and during any school activity.
Except in an emergency, no employee will leave an assigned group
unsupervised. 12. Obey
all safety rules, including rules protecting the safety and welfare of
students. 13. Submit
all required reports or paperwork at the time requested. Employees will not
falsify records maintained by the school district. 14. Refrain
from using profanity. 15. Dress
professionally and in a manner that will not interfere with the educational
environment. 16. Come
to work and leave work at the time specified by the employee handbook or by
the employee’s supervisor. Employees who are late to work, stop working
before the scheduled time or work beyond the scheduled time without
permission may be subject to discipline, including termination. 17. School
employees, other than commissioned law enforcement officers, shall not strip
search students, as defined in state law, except in situations where an
employee reasonably believes that the student possesses a weapon, explosive
or substance that poses an imminent threat of physical harm to the student or
others and a commissioned law enforcement officer is not immediately
available. 18. School
employees shall not direct a student to remove an emblem, insignia or
garment, including a religious emblem, insignia or garment, as long as such
emblem, insignia or garment is worn in a manner that does not promote
disruptive behavior. 19. State
law prohibits teachers from participating in the management of a campaign for
the election or defeat of a member of the Board of Education that employs
such teacher. 20. Employees
will not use district funds or resources to advocate, support or oppose any
ballot measure or candidate for public office. 21. Employees
will not use any time during the working day for campaigning purposes, unless
allowed by law. * * * * * * *
Adopted: Revised: Cross
Refs: AC, Nondiscrimination and Anti-Harassment DCB, Political
Campaigns JFG, Interrogations,
Interviews and Searches JO, Student Records KI, Public Solicitations/Advertising
in District Facilities Legal
Refs: §§ 115.646, 167.166, 168.114, .130, RSMo. |
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SUBSTITUTES
In case of absence, the professional staff employees
shall notify the building principal prior to
Teachers are supplied with lesson plan books for
general organizational purposes. Plan
books are to be kept up to date. As such
all teachers should maintain adequate lesson plans to enable a substitute to
take over a class with a minimum amount of time lost and in continuation of the
previous lesson. The principal and/or
substitute should be able to review the lesson plans and determine what has
been covered, what is to take place and what the lesson plan objectives
are. These materials should also be
readily available at the teaching site:
1.
An up-to-date schedule with time allotments.
2.
A seating chart.
3.
Teacher edition of every text.
4.
All daily report blanks.
5.
A list of students who go to special classes and
their times. (L.D., Remedial
6.
A list of classroom rules.
7.
A list of dependable students who might assist the
substitute.
If teaching materials are not at school, teachers should make
arrangements to have them at school no later that
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TEACHER PLANNING TIME
Each teacher is to be provided 250 minutes of planning period per
week. This provides an excellent
opportunity to collaborate with other staff members and building administrators. Leaving the building during planning period
is discouraged. Planning time is
considered duty time that is covered by contractual obligation. If you find it necessary to leave the
building during your planning period, please secure permission from the
administrator and sign out with the secretary.
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TEACHER’S
WORK DAY
For all divisions the teacher work day is from
Teachers
are not to leave children unsupervised in the classroom except in case of an
extreme emergency.
In addition to the classroom instructional time there are meetings which
teachers are expected to attend. In most
instances these meetings are scheduled at least one week in advance. Please plan your calendar so that you can be
present.
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ICC PLAN
OVERVIEW
The development of district wide curricula is one of the
more important tasks that educators undertake.
The Outstanding Schools Act of 1993 and the Missouri School Improvement
Program require that school districts have written curricula that support state
academic performance standards, i.e., the Show-Me Standards. When the only purpose for developing guides
is to meet an external requirement, however, teachers rarely approach the task
with enthusiasm and imagination, and the guides developed often end up filling
empty file space. To avoid such wasted
efforts, other reasons for developing guides are needed, such as:
1.
To foster conversation among the entire
faculty about significant content and skills, ideas for teaching, and
assessment methods and strategies.
2.
To reach a district wide consensus on
philosophy, mission, and learning goals for graduates.
3.
To identify objectives of importance for
students to master at each grade level.
4.
To promote articulation across grade
levels so that learning at one level builds upon that of previous levels,
avoiding both gaps of important content and skills and excessive repetition.
5.
To promote articulation of learning
across subjects (interdisciplinary instruction) so that learning in one subject
is reinforced in other subjects.
6.
To assure a common core curriculum in all
buildings in those school districts that have more than one school housing the
same grade levels.
7.
To identify resources useful for
accomplishing course objectives.
8.
To make certain all students have the
opportunity to achieve the Show-Me Standards with age-appropriate instruction.
Consequently, a systematic process must be in place to
provide a framework for the review, revision and reconstruction of
curriculum. This document is designed to
provide that framework to assist in guiding the curriculum development process
INSTRUCTIONAL DEVELOPMENT AND REVIEW
MODEL
The following Instructional Development and Review
Model provides the opportunity for curriculum and program recommendations to
proceed through a systematic process.
Each step in the model provides for input from the widest possible number
of different people or groups (teachers, students, parents, administrators,
Board members, community members and others).
It also ensures that those closest to the students are designing and
implementing curriculum and instructional programs.
Examples of
some of the areas to be addressed through the model are:
1.
Horizontal coordination of teaching units
at each grade level
2.
Vertical coordination of subject matter
from K-12
3.
Program improvements and changes
4.
Course deletions or additions
5.
Curriculum revisions on content,
objectives, etc.
6.
Instructional Management in determining
mastery of objectives
7.
Textbook review
8.
Student progress reporting
9.
Graduation requirements
10.
Promotion policies
11.
Grants
PROCEDURAL GUIDELINES
Curriculum development and recommendations for
program improvements will proceed through the following systematic process:
A.
Curriculum
Committees
Members of the Curriculum Committees
in subject areas targeted for review will be selected during the spring prior
to the review year. Curriculum Committees
will then meet during summer curriculum workshops to work on curriculum
revision.
B.
Instructional
Coordinating Council
Drafts
of curricula will be submitted to the I.C.C. for review during the fall of the
school year. The I.C.C. will review all
curriculum and program proposals and make the decision to forward the proposal
or seek further review or development. Recommendations for curriculum
modifications during “off cycle” years should be submitted to the I.C.C. prior
to the November meeting.
C.
Community
Feedback
There
will be opportunity prior to submission of curriculum or program improvement
proposals to the Board of Education for community review and input.
D.
Superintendent
of Schools
All curriculum and
program improvement proposals will be received by the Superintendent of
Schools.
E.
Board
of Education
The Board of
Education will receive a full review of the curriculum or program proposals
along with a complete report of all comments and recommendations of the various
steps above. The Board, after a 30-day
review period, may accept, reject, or return for further study any proposal
presented.
F.
Curriculum
Committees
Once approved, the
Curriculum Committees will proceed with textbook review, piloting, and
adoption. Recommendations will be made
for textbook adoptions for the next school year.
G.
Implementation
Implementation of approved curriculum will normally be the following school term. Sufficient free textbook money will be made available to assure that the curriculum may be fully and appropriately implemented.
CURRICULUM REVIEW CYCLE
The curriculum review cycle will be structured in
such a manner that one major subject area will be reviewed each year, with
other curricular areas included on a regular rotation as identified below. Each curricular area will be implemented the
year following review and revision, with sufficient funding made available to
appropriately implement the curriculum.
|
Year |
Curricular Areas for Review |
|||
|
2006-2007 |
Science |
Fine Arts |
Foreign Lang. |
Agriculture Industrial Arts Building Trades |
|
2007-2008 |
Social Studies |
Physical Education Health |
Business Tech Keyboarding |
SCCC Business Marketing Electronics |
|
2008-2009 |
Mathematics |
Family & Consumer Science |
Culinary Arts |
|
|
2009-2010 |
Communication Arts |
Gifted |
Guidance |
Nursing/Health Occupations Auto Mechanics |
|
2010-2011 |
Science |
Fine Arts |
Foreign Lang. |
Agriculture Industrial Arts Building Trades |
|
2011-2012 |
Social Studies |
Physical Education Health |
Business Technology Keyboarding |
SCCC Business Marketing Electronics |
INSTRUCTIONAL COORDINATING COUNCIL
A.
PURPOSE
To provide a vehicle by which the expertise of
district faculty, administration and parents/community members may be brought
together regarding curriculum matters.
B.
GOALS/OBJECTIVES
1.
To direct and oversee the development,
coordination and implementation of a comprehensive, outcome-based curriculum
and instruction program in the
2.
To act as a communication link among the
personnel involved.
3.
To facilitate implementation of proposed
curriculum changes.
4.
To facilitate the process of selecting
and appointing staff members to curriculum study committees.
5.
To develop and monitor a system of
accountability to determine that certain concepts are being taught.
C.
DUTIES/RESPONSIBILITIES
1.
Advise in the coordination and
articulation of curriculum planning in grades K-12.
2.
Assist in providing for continuous and
systematic evaluation of district curriculum.
3.
Encourage and seek out innovative and
creative curriculum projects.
4.
Serve as an available clearing house for
new curriculum ideas.
5.
Assist in communication among staff
members regarding curriculum.
6.
Function as an advisory organization
submitting approved recommendations to the Superintendent and Board of
Education.
7.
Render suggestions to the Professional Development
Committee regarding in-service programs and to assist in planning for
in-service programs for staff when needed.
8.
To promote communications so that all
facets of the school system are aware of what others are doing or are looking
forward to doing.
9.
Study/research comments and
recommendations of various committees and/or groups.
10.
Coordinate findings of sub-committees, to
make recommendations, and to insure proposal’s continued progress through the
model.
11.
Evaluate existing programs and new
programs and changes.
12.
Determine the model’s effectiveness on a
yearly basis and make recommendations for change.
13.
Assist in the filling of vacancies on
curriculum committees.
14.
Develop a format for curriculum proposals
to ensure adequate information is provided to facilitate the decision-making
process.
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PROTECTION OF LEARNING TIME
All school personnel should be aware of the importance of protecting classroom learning time. Using common sense and careful planning by all will help reduce the incidence of classroom interruptions and cause less confusion with the total building schedule.
Keep the following procedures and practices in mind when planning your classroom activities, particularly when these activities will have an effect on other class schedules.
- All announcements should be made only once daily at the discretion of the building Administrator.
- Most assemblies will be held either beginning or end of the day. All staff members need to schedule assemblies through your building administrator well in advance so proper adjustment can be made in schedules.
- Field trips should be planned so as not to cause any interruptions or changes in regularly scheduled classes, such as Art, Music, P.E., Remedial Reading, Remedial Math, or any special services programs. Field trips should also be relative and meaningful to what is being studied in the regular course of instruction. As with other activities they should be planned well in and advance and with the administrators approval. Field trips must be scheduled with the Director of Transportation. Parents must sign a permission form.
- Visiting relatives, friends, and younger brothers and sisters are not allowed to visit students during regular school hours. Parents are welcome to visit, if scheduled through the teacher and administrator.
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USE OF VIDEOS IN
CLASSROOM
All videos shown to elementary students shall have a rating G. Videos rated as P.G. are not acceptable for viewing by elementary students.
Videos should be relevant to curriculum and used as an instructional tool. Please schedule viewing of videos so all children will be able to watch the entire presentation without being removed for special instruction, special classes, or other activities.
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ACCIDENT REPORTS
AND FORMS
ALL cases of serious injury to staff or students must
be reported in writing on the appropriate form -
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ASBESTOS
FILE: EBAB
BASIC
HAZARDOUS MATERIALS
|
To promote the health
and safety of the students, staff and patrons of the district, and to ensure
the environment is reasonably protected from hazardous materials, the Board
of Education of the Marshall School District directs the administration under
the guidance of the superintendent to develop procedures which address the
purchase, storage, handling, transportation and disposal of hazardous
materials for all school facilities and operations of the district. Emergency
response actions and evacuation plans will also be coordinated with the
procedures. Hazardous materials
shall be defined as any substance specifically designated as such by state or
federal law, or any other substance or mixture of substances which may be
explosive, ignitable, corrosive, reactive and/or toxic. The procedures
developed by the administration shall comply with all local, state and
federal laws and regulations which pertain to the proper management of
hazardous materials. The superintendent or designee is responsible for
identifying any substances which may be hazardous, and ensuring such
substances are properly disposed in a state-approved facility or landfill. When necessary, the
district shall contact the U.S. Environmental Protection Agency (EPA) and/or
the Waste Management Program of the Missouri Department of Natural Resources
in order to obtain relevant information regarding hazardous waste management. District personnel will
be encouraged to make less dangerous substitutions for hazardous substances
to the extent possible and to minimize quantities of such substances
generated by the school district. In addition, district employees shall
follow the procedures developed by the administration and shall take the
necessary precautions recommended by manufacturers' warnings when handling or
transporting hazardous materials. Asbestos The district shall
survey and assess the exposure of friable asbestos in all buildings. This
report shall be filed with appropriate state agencies, and will be available
for public review in the superintendent's office. The district shall take all
steps necessary to comply with the Asbestos Hazard Emergency Response Act, as
described in regulations of the EPA. Lead Contamination
Inspection The district shall
monitor the periodic collection of drinking water samples from all sources in
the district by the Missouri Department of Health, and shall review the
results from the EPA-certified laboratory that performs the tests, when the
results become available. The Board shall assist
the Department of Health in any way necessary to assure that any testing
program mandated by law is completed within the time frame allowed, and will
act immediately to secure funding for the repair of drinking water sources
that do not meet federal standards, or for the disconnection of the sources.
Pipes that contain lead soldering shall be repaired using a non-lead solder,
and water coolers that are found to contain lead in the lining of their tanks
will be repaired or replaced. The Board shall encourage continued periodic
inspections of district drinking water sources constructed before 1987. * * * * * * * Note: The
reader is encouraged to review administrative procedures and/or forms for
related information in support of this policy area. Adopted: Legal
Refs: §§ 640.120, 643.225 et seq., RSMo. 10 CSR 10-6.240, 60-15 The Asbestos Hazard Emergency
Response Act of 1986, 20 USC §§ 4011 et seq. 40 C.F.R. Part 763 |
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REPORTING AND
INVESTIGATING CHILD ABUSE/NEGLECT
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